DETERMINANTS OF STUDENTS' ONLINE LEARNING SYSTEM ADOPTION: A PLS-SEM APPROACH

Abstract

Purpose: This study investigated students’ behavioural intentions to use the online learning system. Design/Methodology/Approach: This study adopts a quantitative research design. The study population included all first-year students admitted to the University of Professional Studies for the 2021/2022 academic year. Data were collected through an online survey. The study employed a convenience sampling technique to achieve 635 responses. Partial least squares structural equation modelling (PLS-SEM) was used to analyse data. Findings: The findings show that perceived ease of use, perceived usefulness, and student attitude had no effect on behavioural intention to use. However, user experience and perceived web privacy had positive and significant effects on behavioural intention to use. Research Limitation: Despite the mechanism put in place to achieve a good outcome. This study, like many other studies, has shortcomings. The study was limited to first-year students from diverse backgrounds with varying perceptions of technology in education; therefore, responses to the questions may have been biased toward reflecting these perceptions. Practical Implication: Managers at various universities take the opportunity to build a robust online learning system that can accommodate courses delivered through it. Social Implication: Policies such as the GTEC can develop guidelines for deploying an online learning system that meets students' needs and supports standardisation, and provide targeted training for students who may be lagging behind, given their diverse backgrounds. Originality/Value: The study showed that lecture influence does not mediate the relationship between perceived ease of use, perceived usefulness, student attitude, perceived web privacy, user experience and the intention to use online learning systems.